How do you think the inquiry-rich teaching called for by NSES is similar to and different from the teaching that you have been observing in your field experience?
Similar
During classroom observations we've noticed that there has been communication of scientific explanations. (ie: Why would the flame of a candle burn out if a beaker was placed over it?)
Have also observed student investigations over a long period of time. (ie: Electives Forensic class conducting a murder investigation.) We have too!
Observed students using multiple processing skills: manipulation, cognitive and procedural skills. (ie: What the Heck is it?" activity.)
Students are able to make a real-life statement or connection to the purpose of the lab.
Students analyze and make conclusions about graphs and tables they create from results of investigations.
Differences
*Throughout observations we have all noticed that most inquiry happens within a laboratory activity rather than during regular classroom instruction.
Not using a "hook" to introduce the lesson in question form.
No emphasis on getting the students to come up with the main idea rather that just giving them the answers/information. (Make them intelligently work for the answer/information.)
Not seeing students sharing their conclusions with each other or the class.
Students do not questions the "science" based on what they find during investigations.
*
Do you think that a greater emphasis on inquiry is warranted? If so, how would you modify the teaching processes that you have been watching to make it truer to the NSES vision? If not, what do you consider the strengths of the teaching methods that you have seen?
YES! We would modify by using a "WOW" factor using creative phenomena. (ie: Using a hook to grab students attention and peak their curiosity, like "Ever felt a brain in a bag?" NO? Well I've got one for you all to feel today!!!!)
*Make the students become active participants in an investigation. (ie: Collecting data on invasive species within the community.)
Create activities or give classroom instruction that pertains to their lives. (i.e. taking cheek cells to investigate animals cells)
YES! Classrooms need more student centered instruction that allows them to explore, investigate and create their own understanding. Students will have a better grasp on concepts if they come up with their own conclusions based on experiences.
Lecture portions need to be reduced by getting right to the point, providing students with only enough background for them to continue the investigation to understanding. You can outline the main ideas as you lecture to emphasize main points before students begin inquiry activity. The activity will get the students to make connections between the ideas and be able to apply the concepts.
How would you explain your use of inquiry in your classroom to parents of a high-ability class on "Back to School" night. What modifications (if any) would you make to your presentation to the parents of a "regular" level class? To parents of a high ability class:
First explain what inquiry is (investigation, student centered, discovery, enhanced understanding).
Then provide examples of how inquiry is implemented in class (research based projects, web quests, labs, etc)
Explain to parents that having experience with inquiry activities now will help them perform better on standardized tests and then in college. Their students are more likely to retain the knowledge base they are developing in high school.
How is "classroom inquiry" different from more traditional lab activities?
Review this excerpt from the National Science Education Standards and answer the following question.
How do you think the inquiry-rich teaching called for by NSES is similar to and different from the teaching that you have been observing in your field experience?
Similar
Differences
*Throughout observations we have all noticed that most inquiry happens within a laboratory activity rather than during regular classroom instruction.
- Not using a "hook" to introduce the lesson in question form.
- No emphasis on getting the students to come up with the main idea rather that just giving them the answers/information. (Make them intelligently work for the answer/information.)
- Not seeing students sharing their conclusions with each other or the class.
- Students do not questions the "science" based on what they find during investigations.
*Do you think that a greater emphasis on inquiry is warranted? If so, how would you modify the teaching processes that you have been watching to make it truer to the NSES vision? If not, what do you consider the strengths of the teaching methods that you have seen?
- YES! We would modify by using a "WOW" factor using creative phenomena. (ie: Using a hook to grab students attention and peak their curiosity, like "Ever felt a brain in a bag?" NO? Well I've got one for you all to feel today!!!!)
*Make the students become active participants in an investigation. (ie: Collecting data on invasive species within the community.)How would you explain your use of inquiry in your classroom to parents of a high-ability class on "Back to School" night. What modifications (if any) would you make to your presentation to the parents of a "regular" level class?
To parents of a high ability class: